| Acknowledgements | 第1-4页 |
| Abstract | 第4-7页 |
| 中文摘要 | 第7-13页 |
| Chapter One Introduction | 第13-18页 |
| ·General description of this study | 第13-14页 |
| ·Significance of this study | 第14-16页 |
| ·Overall structure of this thesis | 第16-18页 |
| Chapter Two Literature Review | 第18-44页 |
| ·Definition and classification of some key terms | 第18-24页 |
| ·Definition of self-confidence | 第18-20页 |
| ·Classification of self-confidence | 第20页 |
| ·Related concepts | 第20-22页 |
| ·Definition of teacher behavior | 第22-24页 |
| ·Theoretical framework for the present study | 第24-33页 |
| ·Affect theory in SLA | 第24-27页 |
| ·The Affective Filter Hypothesis | 第25-26页 |
| ·Gardner’s Social-educational model | 第26-27页 |
| ·Constructivism | 第27-30页 |
| ·Humanism | 第30-33页 |
| ·Previous studies of affect at home and abroad | 第33-37页 |
| ·Previous studies of affect abroad | 第33-35页 |
| ·Previous studies of affect at home | 第35-36页 |
| ·Summary | 第36-37页 |
| ·Previous studies of teacher behavior at home and abroad | 第37-44页 |
| ·Previous studies of teacher behavior abroad | 第37-39页 |
| ·Previous studies of teacher behavior at home | 第39-42页 |
| ·Summary | 第42-44页 |
| Chapter Three Methodology | 第44-52页 |
| ·Research questions | 第44页 |
| ·Research designs | 第44-52页 |
| ·Quantitative design | 第45-49页 |
| ·Subjects | 第45-46页 |
| ·Instrument | 第46-48页 |
| ·Data collection | 第48-49页 |
| ·Data analysis | 第49页 |
| ·Qualitative design | 第49-52页 |
| ·Subjects | 第50页 |
| ·Instrument | 第50-51页 |
| ·Data collection and data analysis | 第51-52页 |
| Chapter Four Results and Discussion | 第52-73页 |
| ·Results and discussion about quantitative research | 第52-65页 |
| ·Influence of teacher behavior on learners’ English learning self-confidence | 第52-64页 |
| ·Influence of teacher behavior on learners’English learning self-confidence in big classroom instruction | 第54-58页 |
| ·Influence of teacher behavior on learners’English learning self-confidence in small classroom instruction | 第58-63页 |
| ·Influence of teacher behavior on learners’English learning self-confidence in autonomous on-line learning environment | 第63-64页 |
| ·Summary | 第64-65页 |
| ·Results and discussion about qualitative research | 第65-73页 |
| ·Employment of focus-on-form approach to classroom instruction | 第66-67页 |
| ·Implementation of interesting task-based activities | 第67-68页 |
| ·Creation and maintenance of a facilitating classroom atmosphere | 第68-70页 |
| ·Readily obtainable teachers’individual on-line coaching | 第70-71页 |
| ·Existing examination-oriented evaluating system | 第71-73页 |
| Chapter Five Conclusion | 第73-77页 |
| ·Major findings | 第73-74页 |
| ·Pedagogical implications | 第74-75页 |
| ·Limitations for the research | 第75-76页 |
| ·Suggestions for further research | 第76-77页 |
| References | 第77-82页 |
| Appendix I The Questionnaire on Teacher Interaction(QTI)Developed by Wubbels et al. (1993) | 第82-84页 |
| Appendix Ⅱ 教师行为对学习者英语学习自信心影响的调查问卷 | 第84-88页 |
| Appendix Ⅲ Translation of Interview Transcripts | 第88-91页 |
